By Fred Sedgwick
100 sensible and encouraging rules for constructing creativity and literacy from origin level via to Key degree 2. >
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Extra info for 100 Ideas for Teaching Literacy
I recite to the children some traditional playground rhymes. This category tends to merge into another one, nursery rhymes, but that term smells so strongly of Edwardian middle-class households, with nannies, servants, and Mother and Father having as little to do with their children as possible, that I am surprised that it hasn’t fallen completely out of use. Even so, there will be ‘nursery rhymes’ that are helpful with this work; thousands of them, in fact, in a book complied by the Iona and Peter Opie (see bibliography).
It represented a need (among other things) to ﬁll ofﬁces with young working class people who could read and write. Conventional spelling was then vital. It is less important now, and will become even less important as computers, with their spell checks, become even more ubiquitous. It is a mistake to talk of ‘correct’ spelling: there is only ‘conventional’ spelling, and that concept is only as old as Johnson’s Dictionary (1775). Even today, it is legitimate to spell ‘judgment’ like that or as ‘judgement’, and ‘ageing’ like that or without the ‘e’.
I say them in lighter moments with the children. I ask the children to illustrate them. I point out to the children that, in the title of these sections, ‘ee’ always makes the same sound; that ‘gg’ always makes the same sound, as does ‘n’. Preserve these rhymes. They will come in useful at Key Stage 2. 39 IDEA BRING BACK THE ICE BALLOONS 32 40 This is a winter lesson, and a lesson for a time when it is so cold that there has been freezing overnight. It is also a lesson (as are several in this book) that point up the continuity between stages: it is necessary to keep in touch with what other teachers have done with the children you teach now.
100 Ideas for Teaching Literacy by Fred Sedgwick